Mathematics · fresh learner checksYear 4 Maths · T1 W3–4 · Learner checks

Open only on Day 15 or Day 20, before their later-practice cards. Your teacher may read each line, enlarge it, make tactile equal ticks or move pieces exactly as you direct. Pointing, signing, AAC, speech, typing and drawing can show the same maths. Show enough of your thinking for someone else to check your position or share. These are fictional maths contexts, not real measurements. An adult will record any mathematical hint separately from access help.

Day 15 · Unseen decimal lines

The lines below have explicitly equal spaces. An endpoint counts as a tick position, but not as a travelled space. You may draw, use tactile markers or explain each location precisely.

1. Hundredth location: A line from 0.30 to 0.40 is divided into ten equal spaces. Mark 0.36 and write how many hundredth spaces it lies after 0.30.
2. Beyond one: A second line from 1.00 to 1.10 is divided into ten equal spaces. Mark 1.07. Name the whole, tenths and hundredths in 1.07.
3. Order: On one fixed whole, which comes first on a 0–1 line: 0.68 or 0.7? Rename one value so both have hundredths places and tell the hundredth difference.
4. Repair: An invented label puts 0.06 at the sixth space after zero on a 0–1 line divided into ten equal spaces. Is the label correct? Keep it visible, give the correct label and explain what 0.06 would mean.

Day 20 · Unseen equal shares

In this invented card game, all diagrams and strips below are the same-sized whole. Every part within a strip is equal. You may fold paper, use a ten-strip or 100-cell grid, describe a tactile model or tell an adult what to mark.

1. Rename: Shade 2/5 of one whole. Split each of its five equal parts into two; write the matching tenths fraction. Then give a hundredths fraction and decimal at the same point.
2. Locate: On a 0–1 line with ten equal spaces, mark the value from Item 1. Explain which tick after zero it uses and why.
3. Compare: Is 2/5 less than, equal to or greater than 1/2 of that same whole? Use hundredths or an aligned model, and state the exact difference in hundredths.
4. Repair: An invented note says, “2/5 = 2/10 because both have two shaded parts.” Keep that first claim visible. Use same-sized whole strips or a clear number sentence to repair it, and explain what had to happen to the shaded-part count when every fifth was split.

You may check your own positions and equal parts before handing in. A neighbour's different answer is a reason to revisit your model, not a reason to copy. Original SubjectNest check questions © NeuroForgeIO Pty Ltd 2026, CC BY 4.0.